Models of AcAdeMic excellence And innovAtion

2015 Models
Models of
AcAdeMic
excellence
And innovAtion
Models of Academic Excellence and Innovation
summaries and workshop materials
available online at:
www.rcoe.us/ed-summit
Message from the County Superintendent
T
hroughout Riverside County, our schools and districts have
exemplary programs and practices that impact our students each
and every day. Educators from inside and outside of the county
continually want to know where they can find programs that are having
a positive impact on students at all levels.
The Models of Academic Excellence highlighted in this guide feature
outstanding practices that address instructional strategies, student
engagement, school culture, and many other factors that research has
shown contribute to student success.
I hope you enjoy learning more about the work being done in our schools.
Kenneth M. Young
Riverside County Superintendent of Schools
“All students in Riverside County will graduate from high school
well prepared for college and the workforce.”
Abbreviations
AP
BARR
CELDT
CTE
ELL
HUSD
JUSD
MFD
MMHS
MSJC
NBECHS
NMMS
PBIS
PLC
PSUSD
SAMR
SD
SED
SMS
UC
UCR
Advanced Placement
Building Assets Reducing Risks
California English Language Development Test
Career Technical Education
English Language Learners
Hemet Unified School District
Jurupa Unified School District
Murrieta Fire Department
Murrieta Mesa High School
Mt. San Jacinto College
Nuview Bridge Early College High School
North Mountain Middle School
Positive Behavior Interventions and Supports
Professional Learning Community
Palm Springs Unified School District
Substitution Augmentation Modification Redefinition
School District
Seriously Emotionally Disturbed
Shivela Middle School
University of California
University of California, Riverside
Table of Contents
Instructional Rounds – Ensuring Instructional Change........................................................................................... 1
Beaumont USD
The Leader in Me.................................................................................................................................................... 2
Corona-Norco USD, McKinley Elementary School
Building Assets Reducing Risks............................................................................................................................... 3
Hemet USD
Positive Behavior Interventions and Supports Program......................................................................................... 4
Jurupa USD
Jurupa Valley Collaborative.................................................................................................................................... 5
Jurupa USD
Medical Pathway Partnership................................................................................................................................. 6
Murrieta Valley USD, Murrieta Mesa High School with Shivela Middle School
Early College/Dual Credit Program......................................................................................................................... 7
Nuview Union SD, Nuview Bridge Early College High School
The Skillful Leader Program.................................................................................................................................... 8
Palm Springs USD
Chromebooks for Student Success......................................................................................................................... 9
Perris Elementary SD, Sky View Elementary School
Tools Based Approach Towards Implementation of the Common Core State Standards..................................... 10
Romoland SD, Romoland Elementary School
Asset-Building, Results-Based Campus Supervision............................................................................................. 11
San Jacinto USD, North Mountain Middle School
AP Access and Equity............................................................................................................................................ 12
Val Verde USD, Citrus Hill High School
Video Production Career Technical Education Pathway....................................................................................... 13
Val Verde USD, Val Verde High School
Instructional Rounds - Ensuring Instructional Change
Beaumont Unified School District
Dr. Maureen Latham, District Superintendent
D
istricts in California are undergoing a tremendous amount of change. During this time, it is even more important
for leadership to have a process to collect data on the changes including but not limited to academic, behavior,
culture, and ensure ongoing data-driven decision making.
The implementation of Instructional Rounds has evolved as a practice in the Beaumont Unified School District over
the past three years. Annually, all site administrators, district instructional administrators, instructional coaches, and
Cabinet visit half of the school sites to be a part of Instructional Rounds 1.0. In addition, each site participates in three
Instructional Rounds 2.0 processes annually. This practice includes site administration, teacher leaders, and district
administrators from business, instruction, human resources, and one Cabinet member.
The elements of the process are as follows:
• Identifying a Problem of Practice: each site identifies, based on data, an area in which they need additional
improvement.
• Observing: teams of individuals gather descriptive and/or rubric-based data.
• Debriefing: teams analyze their data to determine emerging themes, patterns, or groupings that emerge.
• Identifying a Theory of Action: teams provide an action plan to the site leadership team.
Qualitatively, administrators and teachers are reflecting on their own instructional, behavioral, and cultural strategies
and reaching out to others to gain more specific assistance to improve.
For additional information, contact:
Christina Goennier, [email protected], (951) 845-1631
1
The Leader in Me
Corona-Norco Unified School District
McKinley Elementary School
Dr. Michael Lin, District Superintendent
T
he Leader in Me process is a school-wide leadership initiative aimed at preparing students for college and career
by teaching them the 7 Habits of Highly Effective People and empowering them to take the leadership mantel in
a variety of ways. This process has completely changed the climate and culture at McKinley Elementary School
and has been the foundation to increase attendance, decrease suspensions and office referrals, and improve the use of
classroom instructional minutes.
As a Leader in Me school, McKinley is committed to finding the leadership potential in every one of its students.
Everyone can be a leader by first leading themselves, and then leading themselves in how they deal with others.
Students are taught to take responsibility for themselves in Habit 1, Be Proactive. They set goals for themselves in
Habit 2, Begin with the End in Mind, and prioritize tasks in order to reach goals in Habit 3, Put First Things First.
Students are taught the public victory by Thinking Win-Win, Seeking First to Understand then to be Understood, and
Synergizing. Students and staff Sharpen the Saw for renewal and balance. The student leaders of McKinley run the
awards assemblies, the weekly synergy assemblies, the Leadership Day, have made presentations at the principals
meetings and school board meetings, and even plan community give backs like Toys for Tots.
The Leader in Me is an excellent process that increases student engagement, improves school climate, and truly prepares
students for life in the 21st century.
For additional information, contact:
Trevor Dietrich, [email protected], (951) 736-7190
2
Building Assets Reducing Risks
Hemet Unified School District
Hamilton High School, Hemet High School, Tahquitz High School, West Valley High School
Dr. Barry Kayrell, District Superintendent
Hamilton
High School
Hemet
High School
Tahquitz
High School
West Valley
High School
T
he Building Assets Reducing Risks (BARR) program is a strength-based educational model created to help students
manage the transition to high school. Unlike many programs that target at-risk students, BARR increases student
achievement for all freshmen by combining teachers’ analysis of live student data, student asset building, and
intensive teacher collaboration to prevent course failure. BARR is unique in that it is a social/emotional model that
achieves academic outcomes but does not touch content curriculum, and works within the existing school structure.
There are eight components/strategies of this model which include professional development, restructuring course
schedules, contextual support, parent/guardian involvement, a whole student emphasis, i-time curriculum created
around the 40 developmental assets, block/team meetings, and risk review meetings.
Hemet Unified School District (HUSD) has successfully implemented the BARR program district-wide for one year. When
examining BARR outcomes over time across the district, students in the BARR program achieved an increase in all credits
earned, increased attendance, and decreased suspension rates. Nationally, 35 to 40% of ninth grade students are failing
one or more courses. At the end of semester one, each HUSD high school had decreased their overall failure rate despite
significant changes to district demographics. Hamilton High School has reduced their failure rate from 30 to 16%; Hemet
High School from 25 to 18%; Tahquitz High School from 34 to 25%; and West Valley High School from 44 to 32%. All four
high schools have seen a 5 to 7% increase in credits earned.
For additional information, contact:
Mark Atteberry, [email protected], (951) 765-5100
3
Positive Behavior Interventions and Supports Program
Jurupa Unified School District
Elliott Duchon, District Superintendent
J
urupa Unified School District’s identification as a significantly disproportionate district led to an in-depth self-assessment
addressing disciplinary processes and beliefs, cultural biases, and the long and short-term effects of excluding students from
the opportunity to learn. As a result, a commitment to implement and support Positive Behavior Interventions and Supports
(PBIS) was made.
PBIS is a multi-tiered, problem-solving systems framework to support academic and social behavior success for all, achieved
through fidelity of implementation, strong administrative support, clear expectations that address and clearly name and
define behaviors, and accurate and timely data and data analysis. To ensure implementation districtwide, JUSD has the
following in place:
•
•
•
•
•
•
•
•
•
•
•
Initial two-day professional development for all site teams and district administrators.
Clearly defined expectations, financial support, and release time allocated.
PBIS topics included in principals’ meetings.
Stipends allocated for PBIS coaches for each school site.
Monthly support meetings for coaches.
In-district trainers for Boys Town Teaching Social Skills in Schools and Common Sense Parenting and trainings offered once
a month districtwide.
Electronic PBIS referral system created within the Student Information System.
Accessible discipline data reports.
Training in Tier II and Tier III interventions and restorative practices.
Districtwide newsletter highlighting successes.
Annual data book with special education and discipline reports.
Qualitative results can be evidenced at each site with a walk-through.
In and Out of School Suspensions for Defiance
Group/Subgroup
2011-12
2012-13
2013-14
Semester 1 2014-15
All Students
1942
852
393
106
SED
1704
741
358
N/A
ELL
792
349
157
N/A
For additional information, contact:
Ilsa Garza-Gonzalez, [email protected], (951) 360-4140
4
Jurupa Valley Collaborative
Jurupa Unified School District
Elliott Duchon, District Superintendent
T
he Jurupa Valley Collaborative was created and officially organized in the fall of 2012 under the leadership of the
Jurupa Unified School District and the Riverside Community Health Foundation. The purpose was to coordinate with
service providers to best meet the needs of school communities. The mission of the collaborative is “To promote healthy
bodies and healthy minds in the city of Jurupa Valley by maximizing partnerships between community organizations to
provide the essential resources and programs, empowering and educating families in our community.”
The collaborative meets every other month and provides opportunities to introduce services and for participants to
network. Collaborative leaders promote services at various school sites as well as market those programs to increase the
attendance and overall impact. Additionally, collaborative leaders themselves network throughout Jurupa and Riverside
to increase the visibility and impact of the collaborative by bringing in events and services to support the community.
These include an annual “Healthy Bodies/Healthy Minds Community Fair,” 100 Mile Club run, wellness education
(educating over 225 individuals during the 2014-15 school year), Borrego Health Services through a school-based health
center and mobile unit, parenting programs, and adult education.
Through the Jurupa Valley Collaborative and the networking that it fosters, many great things are happening to serve the
community. The collaborative motto is “By Developing Assets, We Eliminate Barriers.” The collaborative continues to
bring partnerships into the district.
For additional information, contact:
Jose Campos, [email protected], (951) 360-4175
5
Medical Pathway Partnership
Murrieta Valley Unified School District
Murrieta Mesa High School District with Shivela Middle School
Patrick Kelley, District Superintendent
I
n 2013, the Medical Pathway Partnership team applied and was awarded the Health Science Building Project funding
which enhanced Murrieta Mesa High School’s current Medical Pathway Partnership program and incorporated Shivela
Middle School and post secondary education or career opportunities in patient care.
The Medical Pathway Partnership curriculum at Murrieta Mesa includes Health Careers I, Health Careers II, Medical
Terminology, Sports Medicine, Advanced Sports Medicine, Anatomy and Physiology, and Advanced Biomedical Science.
The student learning aspect for the nine-week middle school health science exploratory course includes career interest
inventory, health career exploration, basic anatomy, and introductory first aid/CPR instruction. The middle school
course involves high school students conducting instruction on introductory first aid and CPR instruction along with
demonstration of medical equipment.
Following are examples of the success of the partnership:
1) Articulated curriculum between MMHS and SMS.
2) Approximately 200 SMS students participate with Sports Medicine students at MMHS.
3) MMHS Medical Terminology course articulated with MSJC.
4) SMS partnership with MSJC Nursing Program.
5) MMHS Health Science Partnership with UC Riverside.
6) MMHS students accepted in Medical Leaders of Tomorrow: a UCR Pipeline.
7) Med Term students participate in paramedic ride-a-longs with MFD.
8) Three MMHS students participated in internships with iCare Urgent Care.
9) 56% of 25 students from Shivela in a Medical Pathway Partnerhip class took the class this year because of the
Medical Pathway Partnership class they took in eighth grade at SMS.
For additional information, contact:
Steve Ellis, [email protected], (951) 677-0568
6
Early College/Dual Credit Program
Nuview Union School District
Nuview Bridge Early College High School
David Pyle, District Superintendent
N
uview Bridge Early College High School (NBECHS), which serves Nuevo, Moreno Valley, Perris, Menifee, Hemet,
and other more distant communities, combines Early College and Dual Credit Programs, offering students the
opportunity to personalize their academic pursuits, meeting the criteria of the state’s priority of providing “access
to a broad course of study and programs for high-needs and exceptional students.”
Through the school’s relationship with Moreno Valley College and Mt. San Jacinto College, NBECHS students are given
latitude to select college courses with advice from counselors, allowing students to make choices based upon their own
interests, thus creating personal meaning. This combination of support and choice creates a strong school climate, while
giving students “access to a broad course of study and programs,” addressing two important state priorities. It is this
positive culture that is the foundation for the program’s success.
Since the start of NBECHS’s Early College/Duel Credit Program 10 years ago, more than 3,790 students have participated,
with students earning 24,480 college credits and more than 70 students earning one or more associate degrees. The
achievement gap between the student subpopulations of the school has steadily decreased at the same time that the
school’s population has become more diverse. NBECHS has steadily achieved among the highest state standardized
testing results in the county since the Early College/Duel Credit Program was put into place. NBECHS graduates are
accepted at very high percentages to four-year universities as well.
For additional information, contact:
Jason Fowler, [email protected], (951) 928-8498 ext. 2604
7
The Skillful Leader Program
Palm Springs Unified School District
Dr. Christine Anderson, District Superintendent
T
he rationale for the Skillful Leader Program is to build the capacity of school administrators to identify effective
teaching strategies, to evaluate the performance of teachers and to calibrate the feedback across the district.
Administrators generally receive little training on how to provide consistent and meaningful feedback. The Skillful
Leader Program, developed by the Human Resources Department, focuses on improving the capacity of school site
administrators to provide meaningful feedback through Evidence Based Narratives supported by ample sources of
information and/or student data. The program includes exercises that allow administrators to identify their areas of
weakness for providing feedback, collectively review the work of their colleagues, collaboratively develop exemplary
models, and provide individual administrators with a critique of their work with the goal of continuous capacity building.
Since the initial introduction of the Skillful Leader Program in 2012, site administrators now provide high quality
narratives that include quantitative and qualitative data within their formal and informal observations and final
evaluations in order to gauge teacher effectiveness. Administrators are viewed as having the capacity to identify good
instruction, to provide meaningful support to assist teachers to get to mastery, and to identify school wide trends
that generate focused and relevant staff collaboration and/or staff development. The PSUSD Skillful Leader Program
has provided the administrative team with the common philosophy to provide calibrated and meaningful feedback to
teachers, focused on the ultimate goal of providing every student with the best instruction possible.
For additional information, contact:
Mauricio Arellano, [email protected], (760) 416-6090
8
Chromebooks for Student Success
Perris Elementary School District
Sky View Elementary School
Vincent Ponce, District Superintendent
S
ky View Elementary School determined technology is an essential tool to develop a strong educational foundation.
The Sky View team designed Chromebooks for Student Success as a program to help their school implement the academic content and performance standards. The team based their practice on Dr. Ruben Puentedura’s SAMR model.
In the initial stages of Chromebook adoption, Google Docs was used to complete the writing process. Students were
taught to conduct research and use Google Slides to create presentations. Later, activities were designed that called for
students to collaborate in real time using Google Docs features. Students were also able to edit each other’s papers by
leaving comments in the margins, thus facilitating the peer editing process. Most recently, the team began implementing
Google Classroom which allows teachers to send out assignments electronically. Students complete assignments
and simply click on the “turn in” button to submit the assignment. This centralized way of handling assignments is
revolutionizing the way students work with Chromebooks.
The team created a survey to gather information on student perceptions about their individual learning and how
Chromebooks has impacted their education. Results indicate 93% of students stated that Chromebooks made
schoolwork more interesting and 91% of the students stated Chromebooks helped improve the quality of their work.
Overall, through the implementation of this program, the team created a culture of students and teachers that utilize
technology to enhance the teaching and learning experiences at Sky View Elementary School.
For additional information, contact:
Teresa Flynn-Everett, [email protected], (951) 657-4214
9
Tool Based Approach Towards Implementation
of the Common Core State Standards
Romoland School District
Romoland Elementary School
Dr. Julie Vitale, District Superintendent
T
he Romoland Elementary School team devoted the past year studying, planning, practicing, and sharing specific
instructional tools to aid in the implementation of the Common Core State Standards which were adopted from Tools
for Thoughtful Assessment (2012) and The Core Six: Essential Strategies for Achieving Excellence with the Common Core
(2014). These are powerful tools that lend themselves for culminating writing tasks.
Professional development played a central component for the implementation of these tools. Professional development
was designed so that the teachers experience the strategies as a learner. Those artifacts from the tools used would be
brought back to grade level PLC time. Then grade level teams would plan additional time for the use of the tool. This
process was repeated multiple times for each of the four tools.
In terms of essential ingredients for this exemplary model of excellence was (1) for teachers to experience the tool in the
role of the learner; (2) provide time to dissect, analyze, and examine the tool; (3) structured time to plan the use of the
tool; (4) principal support with planning and feedback for use; (5) PLC planning time to review the artifacts and additional
planning for continued use of the tool. The Romoland Elementary teachers have complete ownership of these strategies
that helped them dive into the full implementation of the Common Core State Standards.
Quantitative data for the large EL population demonstrates the positive outcome of these instructional tools according to
the 2015 CELDT.
For additional information, contact:
A. Michelle Echiverri, [email protected], (951) 928-2910 ext. 2229
10
Asset-Building Results-Based Campus Supervison
San Jacinto Unified School District
North Mountain Middle School
Diane Perez, District Superintendent
H
ow can supervision successfully impose school rules and district policies that students believe to be unfavorable
(dress code, no phones, etc.) while still maintaining a positive student-centered environment and a presence
that is approachable? The North Mountain Middle School (NMMS) Campus Security Team in San Jacinto Unified
School District has not only done just that, but has also helped lead the transformation of school culture through
high expectations, positive communication, relationship building with students and staff, mentorship of students, and
evaluation of results. By utilizing the 40 Developmental Assets framework to “encourage” behavior conducive to a
positive learning environment, the team works collaboratively to identify every available avenue to impact students with
positive reinforcement and affirmation.
The NMMS Security Team, through a rigorous monitoring schedule, participation in extra-curricular activities centered
on relationship-building, continuous communication with students, staff and administration, and placement of a high
priority on academic achievement, has contributed to the 32% percent decrease in the number of students suspended
over the last two years. Moreover, the team has quickly become the pride of NMMS as evidenced by the respect and
support they receive from administration and staff, served as a crucial component in the team’s ability to implement
Asset-Building Supervision with confidence.
For additional information, contact:
Karen Kirschinger, [email protected], (951) 487-7797
11
AP Access and Equity
Val Verde Unified School District
Citrus Hill High School
Michael McCormick, District Superintendent
C
itrus Hill High School believes strongly in the College Board’s philosophy of genuine open access to AP courses for
all students. The school is in the process of radically opening up the AP program to all students because these
courses offer low-income students the best path to success at the university level.
With that in mind, Citrus Hill High School has aimed, over the last seven years, to increase the size and scope of AP
course offerings. The school has implemented the use of AP potential to target students who might achieve success in
particular course offerings, as well as looking for courses the school does not offer that students might find success in.
Due to this factor, AP Music Theory will be added next year. Citrus Hill also offered two AP bootcamps to help students
who are new to the AP program. The school also plans to offer content-based AP workshop classes in conjunction with
the Val Verde Unified School District next year.
The school’s data suggests that its approach to open access is working. In 2009-2010, the school had 179 students
enrolled in nine AP classes. In 2015-2016, Citrus Hill High School will have over 400 students taking an AP class. The
school also had a 70.1% A-G rate this year, and over the last six years its rate of students attending a four-year college is
up over 8%.
Citrus Hill High School is looking to increase its AP access even more next year as it begins to truly implement its “What’s
Your AP?” program. The ultimate goal of this program is to have every student who graduates from the school take at
least one AP class before they graduate.
For additional information, contact:
William Gerdes, [email protected], (951) 313-9519
12
Video Production Career Technical Education Pathway
Val Verde Unified School District
Val Verde High School
Michael McCormick, District Superintendent
V
al Verde High School is a “Model Continuation” High School and the school’s mission and vision is to prepare
students with the skills necessary to compete in the 21st century global economy. The program strives to connect
the under achieving students with school by offering programs that engage them in courses that focus on career
development. The Video Production Career Technical Education Pathway allows students to create project videos that
are of personal interest to them. While learning the video industry occupational standards, students also discover their
hidden talents that are marketable in the film/video industry. The films they create are always focused on social issues.
The Video Production Career Technical Education Pathway courses are designed to prepare students for entry-level
employment in the video production/film industry. As in the film/video industry, as a student’s skills develop, they take
on leadership roles in the production process.
Working with the Panasonic Corporation, Val Verde High School created the Video Production Career Technical Education
Pathway. Panasonic provided Val Verde High School with industry standards for entry level positions. Students receive
classroom instruction on the standards and skills associated with the various video/film production jobs and participate
in actual real life video production activities, culminating in video/film products that are shown through a variety of
media outlets.
On average, 30% of the student population takes at least one video class and 10% complete the Video Production Career
Technical Education Pathway. Over the years, several of Val Verde High School graduates have been hired into entry level
video production jobs.
For additional information, contact:
Steve Coelho, [email protected], (951) 940-6155
13
Riverside County Superintendent of Schools
Kenneth M. Young
Riverside County Board of Education
Susan J. Rainey, Ed.D., President
Wendell W. Tucker, Ph.D., Vice President
Jeanie B. Corral, Member
Bruce N. Dennis, Member
Jay N. Hoffman, Ed.D., Member
Elizabeth F. Romero, Member
Ralph R. Villani, Ed.D., Member
www.rcoe.us